Guiding Question: How do we write, speak and present effectively?

3.1 Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task.

Standard 4: Applying English Language Conventions

Overarching Idea: Students apply the conventions of standard English in oral, written and visual communication.

Guiding Question:How do we use the English language appropriately to speak and write?

Component Statements:

4.1 Students use knowledge of their language and culture to improve competency in English.

4.2 Students speak and write using standard language structures and diction appropriate to audience and task.

4.3 Students use standard English for composing and revising written text.

District and Content StandardsENGLISH / LANGUAGE ARTS / READING

1. Students read, write, speak, listen, and view to construct meaning of written, visual, and oral text. 2. Students choose and apply appropriate strategies that facilitate the development of fluent and proficient use of the language arts including the use of technology. 3. Students use language in visual, oral, written, and performance-based forums. 4. Students write in the four modes of discourse (description, narration, exposition, and persuasion) for various purposes and audiences. 5. Students examine, understand, and respond to a variety of literature from diverse cultures and historical periods. 6. Students employ processes that encourage them in becoming independent, life-long learners in English Language Arts.

Enduring Understanding/Big Idea:

The novel, To Kill a Mockingbird, forces the reader to examine the causes and social effects of various types of bias and prejudice.

Individuals benefit from valuing others perspectives and seeing things through the eyes of others.

The society affects the individual.

There are often roles and expectations for individuals in society.

Coming to terms with reality versus perceptions is an aspect of maturity.

Individuals have the capacity for good and evil.

Societies are often reluctant to change.

Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

Students read and respond to classical and contemporary texts from many cultures and literary periods.

Literacy is improved through the study of vocabulary.

The study of vocabulary enriches our appreciation and comprehension of literature.

The study of vocabulary should be a lifelong activity.

Essential Questions:

How does right living depend on awareness, willingness and courage?

How can prejudice and superstition lead to injustice?

What responsibility do individuals have to protect the innocent?

What happens when people fear what they do not understand?

How can gender stereotypes influence people’s behavior?

How does the most important part of a child’s education take place outside of the classroom?

How do appearances not always reflect reality?

How do people tend to judge others by their own standards?

How can one person release evil into a community?

What is the real meaning of courage?

How is an individual influenced by the past?

What is Initial Understanding?

What is Interpretation?

What is Critical Stance?

What are Connections?

How do we improve literacy through the study of vocabulary?

How does the study of vocabulary enrich our appreciation and comprehension of literature?

How do we make the study of vocabulary a lifelong activity?

How can we use vocabulary to become directly involved in constructing meaning?

How do integration, repletion, and meaningful use contribute to our vocabulary knowledge?

Subsidiary Questions:

·How are insight, maturity, understanding, and integrity not always related to age, social standing, or formal education?

·How is courage having the inner strength to do what you believe is right even when the odds of succeeding are poor?

·In what ways can an individual's attitudes, prejudices, and biases have roots in a collective past??

Complete scaffolding activities such as reading chapter one in class, read in class until the class is comfortable with the style, reading and discussing in class, character identification charts, graphic organizers and evaluate with rubric.

Learn vocabulary and take vocabulary test.

Research an aspect of the setting of the novel such as entertainment, social, historical, political, scientific, or art and music and create a persuasive piece about its effect on society and today.

Complete a setting activity such as a setting map, graphic organizer, characteristics of the South chart, or drawing.

Demonstrate an understanding of literary elements such as plot, point of view, theme, characters through chapter questions, quizzes and journals.

Demonstrate an understanding of the perspectives of the characters through an epilogue of the novel, etc…

Demonstrate an understanding of literary devices such as symbolism, imagery, irony, metaphor, etc…

To improve vocabulary to increase comprehension and improve assessment performance.

Engaging Scenario for Unit

Scenario:

As a current student, you are acutely aware your world and, a result of reading this novel, you have become outraged at the injustice around you and you have decided to take a stand and make a difference.

Task:

Students will identify a current example of injustice and create a product to influence real world social change. For instance, students could draft and circulate a petition, create an informative poster or post a video on Utube.

Historical Perspective LESSON PLAN

Essential Questions (see unit)

·How is an individual influenced by the past?

Learning Objectives (see unit)

2.4 Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.

4.What points does Atticus try to make in his cross-examination of Mayella?

5.What is there about Tom Robinson that immediately shows he is innocent?

6.Although Atticus has discredited the testimony of the Ewell's, why doesn’t he disrespect them?

7.What kind of judge is John Taylor?

8.How many witnesses will Atticus call?

9.Who do you think they will be?

Journal Entry: The influence of our upbringing.

Chapter 19

1.Briefly state Tom's side of the story.

2.Where were the other seven children when Mayella was attacked?

3.Before the cross-examination by Mr. Gilmer, who interrupts on Tom's behalf? According to Tom, what does Mayella say about kissing?

4.Under cross-examination, what seem to Tom's two worst 'faults'?

5.Why did Dill cry at the trial and why can he relate to Tom?

Journal Entry: Our beliefs about race. Racial issues.

Chapter 20

1.What is Mr. Dolphus Raymond really like and why did he pretend to be different from what he was?

2.What is Mr. Raymond's opinion of Atticus?

3.How does Jem think the case will go and why?

4.What is he forgetting?

5.What did Atticus do that the children found so unusual?

6.What is unusual about Atticus’s clothing during his final summation?

7.What does Atticus argue are some of the reasons that Tom should not be convicted?

8.How does Atticus end his summation?

9.What does Atticus do in court that the children never saw him do even at home?

10.What feeling do both Tom and Atticus have for Mayella?

11.What does Atticus say is a great leveler?

12.Why does Mr. Raymond share this secret with the children?

13.Why does Mr. Raymond pretend to drink?

14.Does Atticus say that kissing Tom was a crime?

Journal Entry: Going against society.

Chapter 21

1.Who walks down the middle aisle carrying a note to Atticus and why?

2.What things are strange about the courtroom during the wait for a jury decision?

3.Scout compares the atmosphere in the courthouse before the jury returns to another time and place. What is the time and place?

4.Why is Reverend Sykes not sure that the jury would decide in favor of Tom Robinson?

5.Why does Reverend Sykes ask Scout to stand when her father passes and how does he address Scout?

6.Why does Reverend Sykes’s voice seem distant after the decision even though he is standing next to Scout?

7.Why does Atticus walk down the middle aisle?

Journal Entry: Respect, appreciation, and diversity.

Chapter 22

1.What does Aunt Alexandra call Atticus and what does it indicate?

2.What does Jem mean when he says "It ain’t right"?

3.What does Dill plan to do with his life?

4.Miss Maudie normally gives the children a small cake each but what does she do this time?

5.What did the neighbors do to show their appreciation of Atticus the next morning?

6.What does Mr. Ewell say and do to Atticus and why?

7.Why does Miss Maudie think that Atticus was appointed by the judge to defend Tom?

8.What kind of person does Miss Maudie say that Atticus is?

9.Why does it say that Dill makes rabbit-bites?

10.What is Aunt Alexandra’s response to the children’s going to court?

Journal Entry: The end of childhood innocence.

Chapter 23

1.Who on the jury first wanted an acquittal and how is it ironic?

2.What is Atticus’s response when the children ask him to borrow a gun?

3.What is a hung jury?

4.The jury contained white males from outside Maycomb but what are some missing groups?

5.What humorous remark does Atticus make when Ewell spits in his face?

6.What does Scout believe that Aunt Alexandra wants her to help choose?

7.Do you think Tom could get a fair trial with a jury of white males from outside Maycomb and why?

8.What is Atticus’ response when he was asked if he is afraid to fight?

9.Who is the type of person that Atticus says is trash?

10.Why could Miss Maudie not serve on a jury?

11.What does Aunt Alexandra call Walter Cunningham that angers Scout?

Journal Entry: Changing society.

Chapter 24

1.Where does the women’s missionary circle hold its meeting?

2.Where are Dill and Jem?

3.During what month does the chapter take place?

4.Why is Scout not allowed to go with Dill and Jem?

5.What special group are the women studying?

6.Who is conducting the study?

7.Stephanie Crawford tries to make Scout look bad in front of the others;

8.she says Scout might want to be a lawyer since she has "already commenced going to court." What does Scout say she wants to be when she grows up?

9.What bad news does Atticus bring home?

10.Mrs. Merriweather keeps saying there is someone the ladies needed to forgive. Who is it?

11.Who did Atticus take with him when he went out to talk with Tom's wife?

Journal Entry: Gender Issues. Being male or female.

Chapter 25

1.What does Jem order Scout not to kill?

2.Why do Jem and Dill go with Atticus to the Robinson Place?

3.What condition does Atticus make for the two boys to go?

4.What game are the children playing at the Robinson Place?

5.What tender gesture does Atticus make while waiting for Helen?

6.What is Helen’s reaction to seeing Atticus’s face?

7.What does Mr. Underwood do to confront society?

8.To what does Mr. Underwood compare Tom Robinson?

9.What does Mr. Ewell say when he hears of Tom’s death?

10.Why does Scout not tell Atticus what Mr. Ewell said?

Journal Entry: What does it mean "to kill a mockingbird?"

Chapter 26

1.What grade is Jem in in this chapter?

2.What grade is Scout in in this chapter?

3.How does Scout feel about the Radley Place now?

4.What newspaper does Miss Gates dislike?

5.What term does Miss Gates say means equal rights for everyone?

6.When does Scout see Atticus scowl?

7.Why is Jem trying to gain weight? How?

8.How does Scout define democracy?

9.What had Scout heard Miss Gates say on the courthouse steps?

10.Why does Atticus say that Jem would not talk about the courthouse?

Journal Entry: Can education overcome prejudice?

Chapter 27

1.What does Mrs. Jones say Mr. Ewell said when he lost his job?

2.When does Judge Taylor hear a strange noise?

3.Why does Helen walk a mile out of her way to get to work?

4.Who defends Helen against Mr. Ewell?

5.What noise did Judge Taylor hear?

6.During what month does this chapter take place?

7.What did Scout look like in her costume?

8.What are the nicknames for the Barber sisters?

9.What trick is played on the Barber sisters?

10.Who escorts Scout to the pageant?

Journal Entry: Rural, suburban and urban differences.

Chapter 28

1.What is the weather like on Halloween night?

2.Who scares Jem and Scout on the way to the auditorium?

3.Who frightens the children on the way to the auditorium?

4.What is Cecil Jacob’s costume for the pageant?

5.How much money does Scout have and how many things can she do with it?

6.Why does Scout miss her cue in the pageant?

7.Why did Scout leave her costume on for the walk home?

8.Why are the children among the last ones to leave the auditorium?

9.Why does Scout wear her costume home?

10.Why can Jem see Scout in the dark?

11.What scared Jem and Scout on the way home?

12.How many people scuffle under the tree?

13.Who does Sheriff Tate find has been killed in the scuffle?

Journal Entry: The safety of children.

Chapter 29

1.What did the sheriff find under the tree?

2.What is Atticus’s one sign of inner turmoil?

3.Why does Mr. Tate say it is all right that Alexandra had not heeded her feeling?

4.Why does Atticus want Scout to raise her head when she talks?

5.Why don’t the children go back for Scout’s shoes?

6.What does Scout call out to Cecil Jacobs?

7.Why do Atticus and Alexandra not hear the sounds outside?

8.Why does Mr. Tate say Mr. Ewell acted the way that he did?

9.How does Scout know that she is under the tree?

10.Who brings Jem into the house?

11.What does Scout say to the man who rescued Jem and her?

Journal Entry: Strength, power and powerlessness

Chapter 30

1.What is in the doctor’s package?

2.Why do they take Boo on the front porch?

3.In what order do they go out on the front porch?

4.What does the sheriff say had happened to Mr. Ewell?

5.What does Atticus say had happened to Mr. Ewell?

6.What comparison does Scout make with Boo?

7.For what does Atticus thank Boo?

8.How does Scout try to cheer Atticus up after Mr. Tate leaves?

9.What kind of knife was used to kill Mr. Ewell?

10.Where does the sheriff say he had gotten the switchblade?

Journal Entry: Legal versus moral.

Chapter 31

1.Why does Boo go inside the Finch house again?

2.Why does Scout walk with Arthur to his home?

3.Why does she ask Boo to take her arm?

4.Why does Scout go to sleep before the story is over?

5.Why does the doctor put a tent over Jem?

6.What book is Atticus reading and why is Atticus reading it?

7.What does Atticus say most people are like when you finally see them?

8.What makes you think Atticus does not believe Scout when she says she is not afraid?

9.What makes Scout sad in thinking back on all the gifts Boo had given them?

Journal Entry: Acceptance and tolerance.

Journal LESSON PLAN

Essential Questions (see unit)

What is Initial Understanding?

What is Interpretation?

What is Critical Stance?

What are Connections?

Learning Objectives (see unit)

Good literature can have an interesting story, literary devices that help unify the work, and a message about the human condition.

Major Activity

Chapter journals

Purpose

Comprehension and analysis

Parameters

20 minutes adjusted as needed

Resources

Web site, data projector, students, text, journal questions

Vocabulary LESSON PLAN

Essential Questions (see unit)

How do we understand what we read?

How does literature enrich our lives?

How do we write, speak and present effectively?

How do we use the English language appropriately to speak and write?

Learning Objectives (see unit)

Increase vocabulary skills.

Good literature can have an interesting story, literary devices that help unify the work, and a message about the human condition.

Major Activity

Vocabulary Activity

Purpose

Vocabulary increases comprehension

Parameters

10 minutes adjusted as needed

Resources

Web site, data projector, students, text, dictionary

Journal LESSON PLAN

Essential Questions (see unit)

What is Initial Understanding?

What is Interpretation?

What is Critical Stance?

What are Connections?

Learning Objectives (see unit)

Good literature can have an interesting story, literary devices that help unify the work, and a message about the human condition.

Major Activity

Journal Activity

Purpose

Journal writing increases literary analysis

Parameters

20 minutes adjusted as needed

Resources

Web site, data projector, students, text

Journal Entry Sample

Events

The females in the book take on many traditional female roles. Calpurnia cooks, and raises and teaches the kids. Miss Stephanie gossips. Miss Maudie talks to Scout. The men, however, are more independent and controlling. Mr. Radley, apparently, uses his religion to control his family. Jem begins to act as if he doesn’t want Scout around and starts to tell her that she acts like a girl.

Themes

The story seems to show that there are specific roles for each gender. Girls cook like Calpurnia, gossip like Miss Stephanie and talk to each other like Miss Maudie and Scout. Boys apparently are smart, brave, and independent like Jem and Atticus.

Literary

The author is using the characters to illustrate her themes. She has developed the female characters of Scout, Miss Maudie, Miss Stephanie and the male characters of the Radleys, Atticus, and Jem to show the differences between the genders. Also, maybe the Radley house is being used as a symbol of how men can be oppressive and controlling.

Connections

I am a male chauvinist pig and I can identify with this story’s theme about gender because, as a male, I have always felt that I am smarter than the females in my classes. Like the main character Kino in the story, The Pearl, by Steinbeck, "I am a man" and therefore I feel I am superior. I can’t wait to get married so I will have someone like Juana to cook and clean for me.

Journal Entry Worksheet

Events

There are many events that have to do with ______.

Themes

The story seems to be saying something about ______. When the character ______ does _____ it is saying something about ______. Maybe ...

Literary

The author is using _____ to illustrate her themes. The ____ could be a symbol of ____. It was interesting to see the way the character of ____ was developed.

Connections

I can identify with this story’s theme about ___ because I had an experience with it. This is like the story, The Pearl, by Steinbeck, because it also deals with the theme of _____.

"We ran across the schoolyard, crawled under the fence to Deer's Pasture behind our house, climber our back fence and were at the back steps.(54)

63

"The [tree] on the corner of the Radley lot comin' from school" (63).

65

"Jem hopped across the front yard, when we were on the side walk in front of Miss Maudie's house Mr. Avery accosted us" (65).

71

"Jem and I slid across the street. Miss Maudie was staring at the smoking in her yard. 71

"Jem and I were leavin...He pointed across the street. At First we saw nothing but a kudzu-covered front porch, but a closer inspection revealed an arc of water descending from the leaves and splashing in the yellow circle of the street light, ...Jem said Mr. Avery misfired.

"Mrs. Dubose lived alone except for a Negro girl in constant attendance, two doors up the street from us in a house with steep front and a hot-dog hall.

"There he was returning to me. His white shirt bobbed over the back fence.

"They ran across the schoolyard, crawled under the fence to the Deer's Pasture behind their house, climbed the fence and were at the back steps of their house.

Continuation of Characterization Project

Review:

Essential Question: How are characters developed in a story?

Characterization: All the methods used to present the personality of a character in a work of literature.

Direct characterization- the writer tells the reader explicitly what kind of person the character is. Description.

Indirect characterization- The reader has to interpret information in order to ascertain a character's personality through:

·Things the character says or thinks

·Things the character does

·Things other characters think or say

·Things other characters do

·List the Major Characters in the novel:

·Aunt Alexandra

·Scout

·Dill

·Jem

·Calpurnia

·Atticus

·Miss Maudie

·Bob Ewell

·Dolphus Raymond

·Tom Robinson

·Mayella

·Judge Taylor

Minor Characters:

·Reverend Sykes

·Miss. Dubose

·Heck Tate

·Francis

·Mr. Underwood

·Mr. Cunningham

Comparing Two Characters Task:

·Choose a character and fill in examples of how the characters are created in the characterization chart.

·Break into groups to complete the chart and review your examples.

·Share your group example with your partner.

·Create an edited copy of your parner's character chart for yourself.

·Decide how you and your partner will create a graphic representation of a comparison of your two characters.

·Create your graphic comparison on a sheet of large paper and post it in the classroom.

·Write your responses to these questions on your worksheets and turn them in.

·Closure:

oHow are characters created in a novel?

oHow do you support your opinion of a character?

oWhat steps in analyzing the characterization of the novel did you have to take before you could complete your final graphic comparison project?

Comparing a Character to Boo Task:

·Break into groups to choose a character and fill in examples of how the character is created in the characterization chart.

·Decide how you and your partner will create a graphic representation of a comparison of your character and Boo.

·Create your graphic comparison on a sheet of large paper and post it in the classroom.

·Your graphic should include:

oCharacteristics of each character with support,

oAn analysis of how the characters compare,

oA graphic that represents an important idea or conclusion you reached.

·Write your responses to these questions on your worksheets and turn them in.

·Closure:

oHow are characters created in a novel?

oHow does a reader create and support an opinion of a character?

What steps in analyzing the characterization of the novel did you have to take before you could complete your final graphic comparison project?

Characterization Chart

Support: Quote and Page

Opinion: Summary and analysis

Roots of Racism LESSON PLAN

Essential Questions (see unit)

·How does right living depend on awareness, willingness and courage?

·How can prejudice and superstition lead to injustice?

·What happens when people fear what they do not understand?

·How does the most important part of a child’s education take place outside of the classroom?

·How do people tend to judge others by their own standards?

·What is the real meaning of courage?

·How is an individual influenced by the past?

Learning Objectives (see unit)

Students will effects of nature and nurture on the individual and the connection to essential questions and themes.

What does Scout realize as a result of the experiences and people she interacts with in the novel?

Closure: Write one page about how the character changes in the story. Describe what is happening to the character using as many character change words as you can and using the events of the novel as support.

3. (5:30) Why do the Cunninghams pay their lawyer with nuts and greens?

4. (7:50) How well does Dill fit your expectations?

5. (10:10) How did Jem describe Boo?

6. (10:47) What did Boo do with the scissors?

7. (10:50) How does the video deal with Miss. Stephanie and Aunt Rachel?

8. (12:10) Who dares to say hello to Miss DeBose?

9. (13:05) How does Atticus disarm Miss. Debose?

10. (13:50) How does Atticus refer to the Radleys?

How is the way Scout reads inconsistent with the novel?

11. (15:05) Why does Scout want to see the watch?

12. (18:05) How does Atticus react to Judge Taylor's proposal?

13. (18:20) Why did Jem push Scout into the Radley yard?

14. (19:35) Why did Jem touch the Radley’s door?

15. (20:10) Why does Dill want to go to town?

16. (22:45) Why doesn't Atticus want the kids at the courthouse?

17. (22:50) What is Tom Robinson accused of?

18. (22:55) How would Bob Ewell have saved the taxpayers money?

19. (23:00) What does Bob Ewell realize when he says 'you have children of your own?'

20. (24:30) What are the children trying to do in the dark outside?

21. (31:10) Why did they run away?

22. (31:10) Why did Jem go back?

23. (31:55) What happened when he went back? (32.40) Who shot the gun and why?

24. (34:00) Why is Scout uncomfortable on her first day of school?

25. (36:17) Why did Jem invite Walter Cunningham to come home to lunch?

26. (38:00) Why is it a sin to kill mockingbirds?

27. (38:30) How did Scout embarrass Walter? (38:50) What does Calpurnia understand about having a guest in your house that Scout doesn’t understand?

28. (40:30) When Scout complains about school, how does Atticus explain about people's differences?

29. (44:30) How is it ironic that Atticus can shoot so well?

30. (45:00) Who does Atticus go to visit?

31. (47:13) Who comes to the car and scares the children? (47:30) Why isn’t Atticus afraid?

32. (49:00) What happens when Jem is alone after Atticus takes Calpurnia home? (49:30) What things might Jem be afraid of in the dark?

33. (51:00) What does Jem find, and where does he find it?

34. (51:56) Why does Scout fight with Cecil Jacobs and what does Atticus say about it?

35. (53:00) Why does Atticus feel he has to defend Tom Robinson and what is he trying to teach Scout?

36. (55:00) What did the two dolls look like?

37. (55:30) What did Boo’s father do to the tree?

38. (57:39) What other things does Jem show Scout that he found in the tree?

39. (58:00) What strange thing does Jem say happened to his britches the night he lost them and who does the narrator imply did it? (58:40) What does Jem say about his father and what do you think? (59:20) Why was Tom Robinson jailed in Abbottsville instead of Maycomb?

40. (1:03:00) Why does the sheriff need Atticus’ help? (101:50) Why does Jem go to see what his dad is doing at the jail?

41. (1:03:00) Why did the men go to the jail and who was with them? (103:47) What does Jem do that proves he is maturing into an honorable man?

42. (1:05:30) How do you explain why the men who came in to lynch Tom left?

43. (1:08:30) Where could the children find a seat at the trial?

44. (1:14:37) What was Mr. Ewell’s version of the story?

45. (1:15:23) Why did Atticus have Mr. Ewell write and what does it imply?

46. (1:17:10) What did Miss Mayella say that her dad asked when he got there?

47. (1:20:00) What was wrong with Tom’s hand and what does it imply?

48. (1:22:00) What did you think after Mayella testified? (122:05) What is she asking the jury to protect as “fine fancy gentlemen”?

49. (1:) What did you think after Tom testified?

50. (1:) What did Tom say that would have angered the whites in the jury?()What testimony could Mayella’s siblings have provided and would it be convincing?

(1:33:30)What has Atticus say about Mr. Ewell and what does it imply that he is guilty of?

51. (1:34:30) What was the offense that Atticus says Mayella is guilty of?

52. (1:36:30) What lie does Atticus say that society believes and how will they react to being told that this belief is a lie?

54. (1:) Why did all the blacks in the balcony stand when Atticus left?

55. (1:) What does Miss Maudie say to Jem?

56. (1:) What happened to Tom Robinson after the trial?

57. (1:47:00) Why did Tom run like a crazy man?

58. (1:47:00) Why did Tom Robinson try to escape?

59. (1:47:00) What happened to Tom Robinson? (1:48:30) Why did Jem insist on going with Atticus out to see Mrs. Robinson. (1:49:30) What woud someone do to Mr. Ewell if he showed up in the black neighborhood and said, “Boy” nowadays and why didn’t it happen in the movie? (1:50:50) Why didn’t Atticus react to Mr. Ewell. What was he showing Mr. Ewell?

60. (1:53:00) Why can’t Scout see too well while walking home from the pageant? (1:53:50) Who is following them?

61. (1:) What happened on the way home in the dark?

62. (1:) How did Jem get home and who helped him?

63. (1:) How did Bob Ewell end up with a kitchen knife in him and where did it come from?

64. (1:) What was Boo really like and what proof do you have?

65. (1:) Why would the author have Scout meet Boo instead of Jem?

66. (1:) Why won’t Jem go on trial?

67. (1:) Why won’t anyone go on trial and who decides?

68. (1:) What would it do to Boo and how would it affect him?

69. (1:) How is it ironic that Boo will not go on trial but Tom did?

70. (1:) What would be like shooting a mockingbird and why?

71. (1:) What did Scout see from the Radley porch?

72. (1:) What would Jem have seen from his character’s perspective?

Task: Write a 1-2 page typed critical essay about an important message of the novel other than the video’s message about racism.

Prompt: What is an important message of the novel that is different from the video’s main message about racism, and how is it supported by the events, images, symbols and other literary devices?

Students seem to enjoy this unit. The results of the chapter quizzes show that more students are actually reading the novel. The chapter questions assure that the students examined all the diverse topics of the novel and have the basic understanding of the plot details necessary for an effective examination of themes. The students are interested in the diverse topics available through the text, but some students, when challenged, fall back on the obvious and comfortable topic of racism. Students enjoy the student-centered projects. The projects show an understanding of the novel and its diverse topics.

To Kill a MockingbirdEssay

Overview:

The famous painter Pablo Picasso once said, “Artis a little lie that makes us see truth.” Many readers would insist that fictional literature illuminates the truth and the truth of a literary work lies in its theme.In the novel To Kill a Mockingbird the author develops multiple themes to illustrate greater truths about life.Students have read the novel and reflected on many of these themes in journal entries.

Task:

Choose one of the ideas and themes from the novel. Research the idea to find more information and historical context. In a short critical essay, discuss the “truth” or the point that the author is making by identifying one theme of To Kill a Mockingbird. How does the author develop one theme to illustrate some greater truth?How does the theme apply to life at the time of writing the novel, and life in the modern world? How is the information from your research relevant to the theme?

Be sure to:

·In your introduction, include a clearly defined thesis statement thataddresses the issueof the theme you have chosen.Your entire essay must work to support this thesis statement.

·Use at least one specific details from your research to support your thesis. Use specific references to the novel and your research to develop your analysis.

·Create a Works Cited page using MLA format. Specify the title and author and page numbers of all support.

·Demonstrate an awareness of your audience.

·Organize your ideas in a unified and coherent manner.

Grading:

Your essay will receive two separate grades using the SAT writing rubric and the 21 Century Skills rubric.

SAT Writing Rubric

SCORE CRITERIA

6

Outstanding

4

Competent

2

Seriously Limited

point of view

critical thinking

support

effectively and insightfully develops a point of view on the issue and demonstrates outstanding critical thinking, using clearly appropriate examples, reasons, and other evidence to support its position

develops a point of view on the issue and demonstrates competent critical thinking, using adequate examples, reasons, and other evidence to support its position

develops a point of view on the issue that is vague or seriously limited, and demonstrates weak critical thinking, providing inappropriate or insufficient examples, reasons, or other evidence to support its position

organization

focus

coherence

is well organized and clearly focused, demonstrating clear coherence and smooth progression of ideas

is generally organized and focused, demonstrating some coherence and progression of ideas

is poorly organized and/or focused, or demonstrates serious problems with coherence or progression of ideas

language

vocabulary/diction

exhibits skillful use of language, using a varied, accurate, and apt vocabulary/diction

exhibits adequate but inconsistent facility in the use of language, using generally appropriate vocabulary/diction

displays very little facility in the use of language, using very limited vocabulary/diction or incorrect word choice

sentence structure

demonstrates meaningful variety in sentence structure

demonstrates some variety in sentence structure

demonstrates frequent problems in sentence structure

grammar

usage

mechanics

is free of most errors in grammar, usage, and mechanics

has some errors in grammar, usage, and mechanics

contains errors in grammar, usage, and mechanics so serious that meaning is somewhat obscured